| |
| |
-
SPEC 540 - Reading Comprehension and Vocabulary Interventions
3 Credits
Universal design and evidence-based practices are used to design interventions and monitor progress of students who struggle in meeting grade level expectations in vocabulary and comprehension. Individualized Education Programs (IEPs) are used to plan, differentiate and evaluate instruction for different reading disability profiles. Course-embedded, supervised field study included.
Prerequisite(s): SPEC 517 - Foundations of Special Education or SPEC 524 - Instruction and Curriculum
Other: Field study application required
|
| |
-
SPEC 541 - Collaborative Consultation for School Personnel
3 Credits
Focuses on current trends and issues related to collaborative planning on behalf of students with disabilities. Explores the roles and responsibilities of interdisciplinary team members in meeting the needs of diverse learners in a variety of settings. Examines co-teaching models, parent-professional partnerships and the leadership role of special educators in Response to Intervention (RTI) models. Field study required.
|
| |
-
SPEC 542 - The Science of Early Reading Development
3 Credits
Focuses on the identification and remediation of reading difficulties. Candidates will be learn:
- The essential components of reading
- How to administer standardized criterion and norm-referenced curriculum based measures
- How to develop an individualized scope and sequence of instruction
- How to develop and deliver a diagnostic-prescriptive, multi-sensory, systematic and explicit series of individualized remedial reading lessons
- How to monitor and report student progress
A course-embedded, supervised field experience is required. Programming in special and general education will be considered in the development and delivery of Individualized Education Programs (IEP). Supervised practicum included.
Prerequisite(s): SPEC 517 - Foundations of Special Education and SPEC 524 - Instruction and Curriculum
|
| |
-
SPEC 543 - Instructional Planning and Interventions in Special Education: Writing and Study Skills
3 Credits
Interventions in writing and study skills for school-aged children with special needs. Programming in both special education and general education considered in the development, delivery and evaluation of individualized education plans. Field study required.
Prerequisite(s): SPEC 517 - Foundations of Special Education and EDUC 524 - Instruction and Curriculum
|
| |
-
SPEC 544 - Social Skill Interventions
3 Credits
Focuses on connecting emotional intelligence and academic learning for K-12 classrooms and schools. Students will develop and present an intervention plan with targeted goals, progress-monitoring tools and documented follow-up. Professional learning communities will be used to show how to establish an effective school-based response to intervention systems.
|
| |
-
SPEC 545 - Seminar in Intensive Intervention in Reading
3 Credits
Includes instructional models for teaching remedial reading and language arts. Consideration of literary assessment and behavior management techniques.
Prerequisite(s): Limited to selected interns who hold a Connecticut Educator License
|
| |
|
| |
-
SPEC 547 - Practicum I: Reading Interventions
6 Credits
Part of the Literacy Internship Program. Selected interns provide direct instruction to students with remedial needs, supplemental to their regular classroom programs. Additional components are diagnostic assessment, development of prescriptive education plans, evaluation of program effectiveness, parent conferences and teacher consultation. Fieldwork requires four and one half days per week, based on the participating school districts’ calendars.
Other: Limited to selected interns who hold a Connecticut Educator License
|
| |
-
SPEC 548 - Practicum II: Reading Interventions
6 Credits
Part of the University of Saint Joseph/Literacy Internship Program. Continuation and refinement of the clinical experiences described in SPEC 547 - Practicum I: Reading Interventions .
Other: Limited to selected interns who hold a Connecticut Educator License.
|
| |
-
SPEC 549 - Student Teaching (15 weeks)
9 Credits
For graduate candidates pursuing an initial license in Special Education. This 15-week practical application of previously studied theory is supervised by qualified special educators in a school setting. Candidates plan, instruct and assess for the greatest positive impact on student learning; teach and co-teach individuals, small groups and whole classes with concentration on meeting the needs of students with learning disabilities, intellectual disabilities or behavioral disabilities in the least restrictive environment; participate in planning and placement team (PPT) meetings, parent conferences, faculty meetings and in-service workshops; attend mandatory on-campus seminars. EdTPA Teaching Fee :$309
Prerequisite(s): Completion of licensure courses with minimum grade requirement met; Praxis Subject Assessment scores reported to licensure office; application to the Student Teaching and Clinical Experiences office by February 1 for fall student teaching and September 15 for spring student teaching.
Corequisite(s): SPEC 581 - Student Teaching Seminar
Other: No other coursework may be taken during this semester. Fee required for Consortium students.
|
| |
-
SPEC 551 - Cross Endorsement DSAP Practicum I
3 Credits
Available only to licensed teachers who have a Durational Shortage Area Permit (DSAP) from the state Department of Education. Candidates have sole teaching responsibility for students in their classrooms as described in the DSAP certification letter. USJ supervisors will observe once a week for seven weeks. Candidates will attend the student teaching seminars provided by the School of Education. Candidates will also buy a LiveText account and will upload documents as noted in the student teaching handbook for special education. NOTE: SPEC 551 and SPEC 552 - Cross Endorsement DSAP Practicum II are taken in the same semester.
|
| |
-
SPEC 552 - Cross Endorsement DSAP Practicum II
3 Credits
Available only to licensed teachers who have a Durational Shortage Area Permit (DSAP) from the state Department of Education. Candidates have sole teaching responsibility for students in their classrooms as described in the DSAP certification letter. USJ supervisors will observe once a week for seven weeks. Candidates will attend the student teaching seminars provided by the School of Education. Candidates will also buy a LiveText account and will upload documents as noted in the student teaching handbook for special education. NOTE: SPEC 551 - Cross Endorsement DSAP Practicum I and SPEC 552 are taken in the same semester.
|
| |
-
SPEC 554 - Research-Based Math Interventions
3 Credits
This course focuses on intervention practices to meet the individual needs of students. Task analysis and error analysis followed by evidence-based practices are used to design mathematics interventions and monitor progress of students who show difficulty meeting grade level expectations. Curriculum based measures are used to evaluate growth, identify non-responders and determine areas of need in mathematics. Supervised practica included.
|
| |
-
SPEC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or employed in a non-public school and who has not previously student-taught. A supervisor from USJ is provided to observe and assess classroom teaching. Students who successfully complete this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching. Seminar attendance is required.
|
| |
-
SPEC 558 - Supervision under Durational Shortage Area Permit II (DSAP)
3 or 6 Credits
Required of any student enrolled in a USJ teacher licensure program and employed in a public school under a Durational Shortage Area Permit (DSAP) or employed in a non-public school and who has not previously student-taught. A USJ supervisor will observe and assess classroom teaching. Students who have successfully completed this course and have a minimum of 10 months of documented successful classroom practice may apply for a waiver of student teaching.
Prerequisite(s): SPEC 557 - Supervision under Durational Shortage Area Permit I (DSAP)
|
| |
-
SPEC 559 - Strategy Instruction: Reading and Writing
3 Credits
Evidence-based interventions in reading and writing for students with disabilities and struggling learners grades K-12. Topics include strategies to support reading comprehension, vocabulary development, writing across text types and purposes, and diagnostic and formative assessment of reading and writing to evaluate and plan instruction.
|
| |
-
SPEC 560 - Autism: Nature and Characteristics
3 Credits
This course provides historical and current views regarding the characteristics, etiology, and prognosis of children with Autism Spectrum Disorders in schools. In addition, issues such as diagnostic procedures, classroom structure, research-based instructional strategies, and family involvement are surveyed. This is the first in a five-course series to prepare teachers for instructing children with autism in an inclusive as well as more restrictive environment. Bachelor’s degree or teacher certification required.
|
| |
-
SPEC 561 - Behavioral Interventions
3 Credits
This course will examine the factors that contribute to behaviors demonstrated by students with Autism Spectrum Disorders, and the coordinating best practices for analyzing student behavior, developing intervention plans and evaluating the effectiveness of these plans.
Prerequisite(s): SPEC 560 - Autism: Nature and Characteristics
|
| |
-
SPEC 562 - ACC & AT: Facilitating a Least Restrictive Environment
3 Credits
This course is designed to help meet the complex communication needs of students with Autism Spectrum Disorders. Emphasis will be on: augmentative alternative communication; the use of visuals; behavior as communication; assistive technology for communication, reading and writing; play; joint attention and classroom modifications for facilitation of progress in the general education setting.
Prerequisite(s): SPEC 560 - Autism: Nature and Characteristics
|
| |
|
| |
|
| |
|
| |
-
SPEC 566 - Autism: Sensory and Motor Issues
3 Credits
This course will provide the student with an understanding of sensory processing and motor challenges that many individuals with ASD experience. Participants will learn strategies to incorporate into their students’ classroom environments to promote participation and maximize skill acquisition. Course participants will also define the roles of extended service providers. Instruction will be provided through lecture, coursework, case review and applied assignments.
|
| |
-
SPEC 567 - Core Mathematics for Special Educators I: Number and Quantity; Algebra and Functions
1 Credits
This is the first course in a mathematics sequence designed for prospective special education teachers. The objective of the course is to explore and gain conceptual understanding and procedural fluency of the major ideas and concepts needed in order to be proficient in core mathematics skills, with an emphasis on mathematical reasoning and deep conceptual understanding. Topics include simplifying and approximating rational and irrational numbers, comparing and representing fractions, decimals, and percent in various ways, solving problems using numerical and algebraic expressions and equations.
|
| |
-
SPEC 568 - Core Mathematics for Special Educators II: Geometry and Probability
1 Credits
This is the second course in a mathematics sequence designed for prospective special education teachers. The objective of the course is to explore and gain conceptual understanding and procedural fluency of the major ideas and concepts needed in order to be proficient in core mathematics skills, with an emphasis on mathematical reasoning and deep conceptual understanding. Topics include properties and attributes of two- and three-dimensional figures; congruence and similarity, transformational geometry (rotations, reflections, translations); visual displays of quantitative data; descriptive methods of statistics; concepts of probability and counting techniques.
|
| |
-
SPEC 569 - Core Reading and Writing Content for Special Educators
1 Credits
This is a core content course designed for prospective special education teachers focusing on the development amd integration of critical reading and writing skills needed to effectively support students instructionally in these areas. Topics include close reading, disciplinary reading, cognitive strategies, text structure, argumentation, language, and research skills.
|
| |
|
| |
|
| |
|
| |
-
SPEC 578 - Practicum II: Students with Disabilities
3 Credits
Part of the University of Saint Joseph/Literacy Internship Program for licensed teachers/graduate candidates in the second year of the two-year program. Continued supervised experience for the advanced lead intern. This is a semester field assignment.
Corequisite(s): SPEC 575 - Seminar: Current Research and the Emergent Reader
Other: Limited to selected interns.
|
| |
-
SPEC 579 - Teaching Mathematics to Students with Disabilities
3 Credits
This course focuses on inclusionary and intervention practices to meet the learning needs of special education and at-risk students who struggle to meet grade level expectations in mathematics, grades K-12. Course expectations include development of targeted math instruction based on Common Core Standards and error analysis. Candidates deliver math intervention lessons to students identified with specialized needs in elementary, middle or secondary schools.
|
| |
-
SPEC 580 - Field Experience
3 Credits
On-site, independent study on the practical aspects of program and curricula development. Seminars and plan of study tailored to the needs and interests of the individual participants. Includes on-site consultations by the course instructor. Cross-listed with EDUC 580 - Field Experience .
|
| |
-
SPEC 581 - Student Teaching Seminar
3 Credits
Weekly seminar taken by all teacher candidates during their student teaching practicum experience or durational shortage area (DSAP) practicum. Topics include classroom environment and student engagement; planning, instruction, and assessment for active learning; professional responsibilities and teacher leadership; disciplinary-specific educational practices; culturally responsive pedagogy; collaborative problem solving around challenges presented in the student teaching practicum; and professional development and career planning.
|
| |
-
SPEC 582 - Exceptional Adolescents
3 Credits
The characteristics and needs of exceptional adolescents. Emphasis on how physical, sensory and intellectual impairments affect psychological/social adjustment and academic achievement. Stresses modification of instruction, classroom and behavioral management techniques appropriate to inclusionary practices. Field study required.
Prerequisite(s): EDUC 528 - Instruction and Curriculum for Secondary Teaching
|
| |
-
SPEC 590 - Special Topics
1-3 Credits
Special topics courses offered periodically by the department. See Course Search in MyUSJ for description of current offerings. No more than six credits in special topics may be applied to a master’s degree program in Special Education.
|
| |
-
SPEC 593 - Comprehensive Exam: M.A. in Education, Special Education with ASD
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
SPEC 594 - Comprehensive Exam: M.A. in Education, Special Education
0 Credits
This non-credit course allows graduate students to complete their program-specific comprehensive exams online. Before registering for the course, students must apply to complete the exam and pay the fee. The course will include an orientation to the comprehensive exams, followed by online distribution, submission and assessment of the comprehensive exam.
|
| |
-
SPEC 595 - Independent Study/ Research
1-3 Credits
Students select topic or project to pursue through independent or small group work.
Prerequisite(s): Application forms for independent study/research must be approved by the project advisor, department chair, and dean of the school.
|
| |
-
SPEC 596 - Independent Study/Research
1-3 Credits
Students select topic or project to pursue through independent or small group work.
Prerequisite(s): Application forms for independent study/research are available in the Graduate Studies Program office and must be approved by the project advisor, department chair and dean of the school
|
| |
-
SPEC 598 - Thesis I
3 Credits
By arrangement. Must be approved by the project advisor, student’s advisor, department chair and dean.
Prerequisite(s): Approval of advisor and school dean
|
| |
-
SPEC 599 - Thesis II
3 Credits
By arrangement. Must be approved by the project advisor, student’s advisor, department chair and dean.
Prerequisite(s): Approval of advisor and dean
|
| |
-
SPST 200 - Athletic Injury Care and Prevention
3 Credits
The study of emergency care techniques, basic injury prevention and evaluation. Basic techniques for injury prevention and rehabilitation of injuries are examined and practiced.
|
| |
-
SPST 202 - Exercise Physiology
3 Credits
Study of the basic concepts of nutrition, energy and systems of energy transfer and use in exercise and training. Focus on applications considering energy capacity enhancement, exercise performance and environmental stress, body composition and energy balance.
|
| |
-
SPST 210 - Motivation and Leadership in Sports
3 Credits
The principles of motivation, the importance of leadership and the different psychological skills athletes can use to improve performance.
|
| |
-
SPST 300 - Sports Law
3 Credits
An introduction of the legal issues specific to organized athletics. Provides coaches with the basic knowledge of their legal responsibilities in the performance of their duties. Current legal cases researched and analyzed. Offered as a Directed Study.
|
| |
-
SPST 380 - Practical Topics in Coaching
3 Credits
An overview of the principles and concepts of coaching adolescents. Provides basic knowledge of the psychological, legal and medical aspects of coaching. The satisfactory completion of this course, along with a valid CPR and First Aid card, enables students to obtain a coaching permit in Connecticut.
|
| |
-
SPST 400 - Principles of Coaching
3 Credits
The role of the coach and the coach’s application of principles and concepts, including the development of coaching philosophy, psychological and motivational concepts for individuals and teams. Emphasis on coaching ethics, practice, game organization, parental and community strategies, and the comprehension of issues and problems associated with coaching.
|
| |
|
| |
-
WMST 120 - Women in Society
3 Credits
A foundations class for students interested in Women’s Studies as a major or as an issue. Students study an overview of the interdisciplinary and global issues from a women’s studies theoretical perspective. A feminist analysis of the cultural and social history of women forms a basis for the course. Offered every spring. (LAS) (WR) (WS) (CORE: MWGS)
|
| |
-
WMST 200 - Special Topics in Women’s and Gender Studies
3 Credits
Examination of important phenomena in women’s and gender studies. Focus varies. May be taken twice for credit. (CORE: MWGS)
|
| |
-
WMST 230 - Feminist Theories
3 Credits
A feminist perspective on the current debates in theory and different theoretical approaches applied to the study of women and gender: cultural, essentialist, liberal, socialist, womanist, among others. Students develop their own theories or identify which fits their values and beliefs the most. Cross-listed with POLS 231 - Feminist Theories . (LAS) (WR) (WS) (CORE:MWGS)
|
| |
-
WMST 265 - Women in the World Economy
3 Credits
Locating women in the web of economy, whether in a rich industrial economy or a developing economy. Women as significant economic actors whose status is determined by control over resources, work conditions and the products of labor. Investigates how economic systems and colonization affect gender relations. Cross-listed with ECON 265 - Women in the World Economy . (LAS) (GI) (WS) (CORE:Global, MWGS)
|
| |
-
WMST 295 - Exploratory Independent Study
1-3 Credits
Students propose research topics, working with faculty guidance.
|
| |
-
WMST 350 - Internship
1-6 Credits
Theory into practice in an internship with an organization that deals directly with issues pertaining to women’s lives. Examples of possible placements: The Connecticut Permanent Commission on the Status of Women; My Sister’s Place, a battered women’s shelter; YWCA; Interval House, which works on domestic abuse issues.
|
| |
-
WMST 400 - Women’s Studies Seminar
3 Credits
An in-depth study of a particular topic depending on the professor’s specialty, such as the grassroots women’s economic groups in the two-thirds world, the Suffrage Movement in Britain and the United States, feminist literary theories or Virginia Woolf. A research paper implementing a theoretical analysis from a Women’s Studies methodology is required. (CORE: MWGS)
|
| |
-
WMST 495 - Women’s Studies Advanced Independent Study
1-6 Credits
Further development of faculty-guided research on topics students propose.
|
| |
-
WMST 499 - Senior Coordination
3 Credits
Students conduct and write a research project related to their interest, implementing theoretical and analytical Women’s Studies methods. Addresses larger areas of research that are especially linked to women: the study of nontraditional arts made by women, for example, quilting, letters, diaries, pottery; the study of female groups and relationships; female psychology and cultures; birthing and child-rearing; woman’s lifecycle.
|
| |
Page: 1 <- Back 10 … 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
|
Print this Page